The student will be able to:
A. Determine an appropriate scope of investigation
B. Recognize that information creation is a process
C. Engage in searching as strategic exploration
D. Find required information
E. Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility
F. Articulate and act on the implications of information having value

A. Determine an appropriate scope of investigation
1. Identify a research topic or other information need
2. Formulate questions for research based on information gaps or on reexamination of existing, possibly conflicting, information
3. Develop strategy to answer questions or find information on topic
a. Find and use background information
b. Deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations (narrow a topic)
c. Identify key concepts
B. Recognize that information creation is a process
1. Articulate the capabilities and constraints of information developed through various creation processes
a. Information cycle (timeline)
b. Primary vs. secondary sources
c. Popular vs. scholarly sources
C. Engage in searching as strategic exploration
1. Utilize divergent (e.g., brainstorming) and convergent (e.g., selecting the best source) thinking when searching
2. Match information needs and search strategies to appropriate search tools
a. Reference sources, including health sources
b. Library catalog
c. Library databases, including health sources
d. Internet search engines and tools
3. Design and refine needs and search strategies as necessary, based on search results
D. Find required information
1. Manage searching processes and results effectively
E. Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility
1. Define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event)
2. Recognize that authoritative content may be packaged formally or informally and may include sources of all media types
3. Consider elements that might temper credibility, such as accuracy, objectivity, and currency
4. Develop awareness of the importance of assessing content with a skeptical stance and with a self-awareness of their own biases
F. Articulate and act on the implications of information having value
1. Give credit to the original ideas of others through proper attribution and citation types
2. Articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain
3. Make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information

Not applicable.

Evaluation methods may include but are not limited to:
A. Class discussions
B. Computer assignments
C. Written assignments
D. Objective quizzes and final exam
E. Annotated bibliography
F. Student presentations

A. Lecture
B. Discussion
C. Cooperative learning exercises
D. Oral presentations
E. Electronic discussions/chat
F. Demonstration

Choosing and Using Sources: A Guide to Academic Research. 2018. Free ebook: ohiostate.pressbooks.pub/choosingsources
Information Literacy: Basic Research Skills. 2019. Free OER: library.sdcity.edu/InfoLitOER
 

A. Reading: Weekly reading from text.
B. Writing: Annotated bibliography of sources for a research paper.